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课堂上发生的什么事情可以创造学生的成功

论文作者:www.51lunwen.org论文属性:学术文章 Scholarship Essay登出时间:2016-02-22编辑:kittytwin点击率:12595

论文字数:3507论文编号:org201602190909084027语种:英语 English地区:芬兰价格:免费论文

关键词:teaching学习有效性教师教学

摘要:本文介绍了一个关于研究课堂教学如果创造最佳学术成果的研究。研究的对象8个有残疾的儿童,他们或多或少有一些心理问题,能力高低也各有不同。研究者考察了教师以及其他硬件,比如教学设计、时间安排等对学生的影响。并详细介绍了研究的方法。

本文描述了关于“教学中课堂上连续秩序如何发展才能创造最佳的学术标准”的研究。课堂上,教师将自闭症儿童的教育和治疗方式及相关与残疾孩子沟通的方式结合起来。这是一个包括参与者在内与技术结合的行动研究。老师用工作站、视觉线索/时间表和奖励表记录了一个班级的8个学生,他们都有自闭症,功能或高或低,注意力缺陷多动症,行为问题或沟通困难。额外的两个老师,用于遵循课程计划,相同的学生被教授相同的资源。资源在运作前被标记,学生们因努力工作而得到回报。学生们尽可能像在真实课堂上一样,工作并保持精神集中。调查的目的是发现,这些在不同时间使用资源教学的老师是否是造成行为和学习积极差异的真实原因。

The paper describes the research report on ' What happened in a sequential order in a classroom that created the most learning Academic Standard required during teaching'. The teacher combined Treatments and Education of Autistic and related Communication Children Handicapped (TEACCH) methods in the classroom. These were a combination of techniques in action researches involving the participants. The teacher was filmed taking a class of 8 students using work stations, visual cues/timetables and reward sheets with the students that are autistic, having high and low functioning, ADHD, behaviour problems and communication difficulties. Two supply teacher were introduced to follow the lesson plan and the same resources were used to teach the same students. The resources noted above worked and the students were rewarded for their hard work and efforts.The students worked and remained focussed as much as they did in the real teacher's lessons. Investigates purpose was to discover if the teachers that used these resources at different times to teach were actually the ones that made a positive difference to behaviour and learning. In addition, the possibility of adopting this model for use by various subject teachers throughout the school is being considered and the model described in the report is being suggested. In arriving at this, the paper gave some details into the theoretical and conceptual frameworks about action research and TEACCH. Some related literatures were reviewed in line with the action plan, research methods and procedures, implementation and follow-up plans, assessment and Evaluation techniques etc. Justifications and inherent benefits of the research work and the new model being proposed for use throughout the school were also highlighted in the report.


引言——Introduction

To date, many attempts have been made to support those with educational challenges within a classroom setting. One approach which has been widely and successfully used within both mainstream and special education classrooms is that of TEACCH (Mesibov & Howley, 2003). For the person of all ages and skill levels through autism spectrum disorders, TEACCH is a whole program of service, guidance, and study programs. It makes utilization of several methods and techniques in different combination, based upon the person's requirements and rising potential. Over the last 30 years it has become increasingly well recognised that many children with autism have a strong preference for visual instruction over verbal (McClimon, 2007). Hodgdon (1998) describes individuals with autism as being 90% visual learners and 10% auditory learners. Structured teaching utilises a combination of physical structure, schedules, work systems, routines and visual structure to support the person with autism to engage and learn as effectively as possible. In 1966 TEACCH begun as a division of USA's Department of Psychiatry for School of Medicine at the North Carolina's University. In the whole world TEACCH is increasingly becoming famous for the very good facilities provided to people of autistic nature and is regularly called论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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